GIFT   OF 


Gift 
JUL   1  J820 


The  Schoolhouse 


E.   C.    LARL 


('■ 


The  Schoolhouse 


BY 
LDWARD    C.   EARL 


WASHINGTON,  D.  C. 
1919 


^^^'^ 


COPYRIGHT.  1919 
BY  EDWARD  C.  EARL 


Price:  30c  the  Single  copy. 
4  copies  for  $1.00.  post  paid 
E.  C.  Earl,  22  Third  St.,  N.  b' 
Washington,  d.  q. 


\ 


'<-- 


The    Call    to   the    5chool 


TABLE.      I.        IPOPULATION  OF  THE.  UNITED    5TATE.S. 


CLA55 

OF 

COMfAUNlTY 


TOTAL   POPULATION 


PER50NS    6   TO    EO    YEAR.5     OF    AGE. 


NUMBER 


PER.  CCNT 
DISTRI- 
BUTION 


TOTAL    NUMBE.R. 


NUMBLR 


PE.R.  CE.MT 

DI^TRIBUTIOH 


NUMBER  ATTENDING  SCHOOL 


NUNIBLR. 


PERCENT 


PtR  CENT 
0I5TR180TWN 


R  U  R.  AL 
U  R.  E>  A  N 
TOTAL  (U.S.) 


49  348  883 
A2.  Q>tt  39.3 
91   2>1  Z.    2.CoQ> 


55.7 
46.3 
lOO. 


\<b  Z-bO  AO(b 
11  5^0^193 
27    750*599 


5&.5 
4  1.5 
lOO. 


10   aoi     235 

7   09S  3<be 

17    300   Z.04 


(6\.<b 
CZ.3 


53 

41 

lOO 


TABLE      n.       ILLITERACY. 


R.  U  ft.  A  L 

UR  B  A  N 
TO  T  A  L. 


TOTAL    POPULATION 
I O  YEMiS  OF  AGL  AND  OVEti 


NUMBLB 


3(Z)  931  095 
34  G4  9  175 
7  I    5S.O    270 


PtR  CE.NT 
DISTRIBUTIOMl 


51.6 
4a.4 
lOO. 


1  LLI  TE.B.ATE. 
10  YEAR.5  OF  AGE.  AND    OVE.R. 


NUMBE.C 


Z)  7A^  03I 
I  7fe8  1 3i 
5  5  1  C)     l<&3 


PEEL  CENT 


10.1 
5.1 
7.7 


PtR.  CE.NT 
DISTRIBUTION 


<6% 

32. 

lOO 


TABLE      m.      INABILITY  TO  SPEAK.  ENGLISH 


FORLIGN    BORN   WHITE.  POPULATION 
10  YLAR5    OF  AGE.   AND    OVE.R. 


B.U  a  A  L 
URBAN 
TOTAL 


TOTAL      NUMBE.R. 


NUMBE.C. 


3  C>12  535 
9  33  1  994 
12,    944      52.9 


PLR.CE.NT  . 
OISTBIBOTION 


L7.e> 

72.1 
lOO 


NUMBER  UNABLLTO  SPEAK  EN6U5H 


NUMBER. 


9lO  130 
2  042  ftai 
2    953  Ol  I 


PERCENT 


25.  i 
21.9 
22.8 


PEP  CLNT 
OI5TaiBU7lOH 


3o.a 

G9.2 
I  CO 


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TABLE     IZ. 


OCCUPATIONS. 

POPULATION    10   YE.AR5   OF   AGL    AND    OVEIR 
ENGAGLD     IN     GAINFUL     OCCUPATIONS. 


OCCU    PAT10N5 


NUMBLB. 


PtRCtNT 

distribution! 


AgUICULTURE.,      FOB.E.5TR.Y      AND     ANlM^L      InOUSTR-Y 

Manufacturing  AND  Mcchanical   Indo5tr»e.5 

DOME.5T1C        AND        Pc.R50N^L     SCRVICE..- „ 

TRA  D  E 

Trans  PORT  ATI  ON 

Clelrical    Occupations 

PROr  C.55  10NAL      5e.RVICE_ 

ex.tr.agtion  of   mlncrals ^_ 

Public    3e.r.vice- 

Total  GAIN FULLV   occupie.d-. 


.12   £59    203 

.10  <s5a  sai 

-.3    77  2  174 

...3  GI4  G>70 

..   2  <2>37  G»7I 

...  I     737  053 

..  I    &<b3  5C9 

9G4  ft24 

4  59  29  I 


-.33.2 
..  27.9 
...  9.9 
...9.5 
...  ©.9 
..4.5 
...4.4 
....2.5 
...1.2 


3%     IC.7   33G> 


too 


ec.c. 


Total    population    10  ycars  of  agl  anoovlrvi    3fto  a70     m 

PtR    CE.NT      gainfully     OCC  O  P  I  C.  O  --.?-.., - 53.3 


416842 


THL  5CHOOLHOU5L 

5CHOOL    GROUNDS 
THL    BUILDING 
THL    CLA55ROOM 
PLATL5 


SCHOOL  GROUNDS 

SITE.  In   choosing  the  grounds   for   the 

SURROUNDINGS.  new  schoolhouse,  the  people  of  the  com- 

AREA.  munity   have    opportunity    to    write    a 

ASPECT.  testimonial   to   themselves   of   wisdom, 

PLACING  THE  BUILDING.  forethought  and  high  ideals,  that  will 

PLAYGROUNDS.  stand  a  monument   for  generations  to 

PLANTING.  come.     Lest  the  many  perplexing  con- 

ditions may  obscure  the  vision,  let  us 
tabulate  some  of  our  theories  and  embody  as  many  as  we  can  in  our  title 
to  the  new  school  grounds,  and  make  all  possible  improvements  in  the  old. 

The  Site. 

The  schoolhouse  must  stand  on  high  ground,  not  on  a  hill,  although  its 
light  must  not  be  hid,  but  upon  ground  high  enough  to  give  good  drainage 
and  preferably  the  slope  should  be  to  the  south  or  east.  A  rich  natural  soil, 
of  a  sandy  or  gravelly  nature,  is  desirable.  A  clay  soil,  rough  or  rocky  ground, 
a  filled-in  site,  and  a  low  or  damp  location  should  be  avoided.  Yet  surfacing 
and  drainage  may  do  much  to  improve  an  uninviting  tract.  The  site  should 
be  open  to  the  sunlight,  preferably  a  city  block  with  wide,  shady  streets  for 
the  urban  school  and  a  place  of  similar  character  and  of  easy  access,  but  of 
larger  area,  for  the  rural  school. 

An  abundant  supply  of  pure  water  is  necessary.  It  is  desirable  that  sewer, 
electric  light,  electric  power  and  telephone  should  be  available  for  school  use. 


ScHooi<  Grounds 

Surroundings. 

The  schoolhouse  should  be  in  a  quiet  residential  neighborhood,  near  the 
center  of  population,  and  in  line  with  future  growth.  Nevertheless,  aspect,  soil 
sanitation  and  water  supply  are  more  important  than  geographic  location.  The 
school  should,  at  least,  be  in  a  moral  neighborhood  and  with  no  theaters  or 
places  of  amusement  nearby.  It  should  be  away  from  noise,  traffic,  street 
cars,  hospitals,  fire  and  police  stations.  It  should  be  remote  from  stables  and 
shops  and  from  dangerous  crossings.  Fire  and  police  stations  may  well  be 
accessible  but  so  far  away  that  the  noise  and  excitement  do  not  reach  the 
school.  Nearby  buildings  are  objectionable  because  of  noise,  fire  hazard  and 
obstruction  to  light  and  air. 

Area. 

Cost  usually  determines  the  size  of  the  grounds  and  the  larger  the  city 
school  the  smaller  will  be  the  area  for  each  pupil.  For  a  large  city  and  with 
gymnasium  and  roof  playgrounds,  an  unbuilt  on  area  of  even  less  than  thirty 
square  feet  per  pupil  may  be  generous,  while  ten  times  that  amount  would  be 
small  for  a  country  school.  The  boys'  playground  should  afford  ample  space 
for  a  running  track  and  for  baseball  and  football.  The  girls'  playground  may 
be  somewhat  smaller  but  large  enough  for  apparatus,  basket-ball,  tennis  and 
running  games. 

In  addition  to  the  athletic  field  there  should  be  a  school  garden  and  an 
experimental  field.  In  front,  there  should  be  a  lawn  with  flower  borders 
and  trees  making  a  suitable  place  for  picnics,  and  community  gatherings  on 
holidays  and  summer  evenings.  There  should  be  at  least  three  acres  for  every 
country  school.  Five  acres  should  be  a  minimum  where  garden  and  field  work 
is  carried  on  and  grounds  of  ten  acres  are  none  too  large  for  consolidated  rural 
schools. 

Aspect 

The  sun  exposure  of  the  classroom  Is  most  important.  But  this  has  to  do 
more  with  the  planning  of  the  building  than  with  selection  of  the  site,  for  the 
schoolhouse  must  be  arranged  with  reference  to  the  points  of  the  compass.  Gen- 
erally, an  east  or  south  front  is  to  be  preferred  to  a  west  or  north  front,  because 
the  building  is  used  in  winter  more  than  in  summer.  For  the  playgrounds,  a 
slope  to  the  east  or  south  is  desirable.  The  exposure  should  be  such  that  the 
pupils  will  be  tempted  out  into  the  fresh  air  and  sunlight  all  thru  the  winter. 
Nearby  forests  and  neighboring  hills  will  be  a  welcome  protection  from  the 
north  and  west  winds,  while  such  features,  to  the  south  or  east,  may  be  so 
objectionable  as  to  prohibit  the  use  of  the  site  for  school  purposes. 


ScHooiv  Grounds 

Placing  the  Building. 

Fronting  on  the  principal  street,  with  convenient  side  entrances,  the  school- 
house  will  usually  be  set  far  enough  back  to  afford  a  lawn  with  some  planting 
in  front  and  a  short  walk  up  to  the  building,  while  the  playgrounds  will  be  at 
the  side  and  rear.  But  with  noisy  streets  or  with  a  southern  slope  from  rear 
to  front,  it  may  be  set  well  back  and  the  playgrounds  located  in  front.  It  is 
desirable  but  not  necessary  that  the  main  entrance  face  the  street.  If  the 
outlook,  orientation  or  slope  of  the  grounds  make  a  different  location  desirable, 
the  planting  and  design  may  be  made  to  harmonize  the  building  with  the  site. 

Playgrounds. 

The  area  of  the  playground  will  determine  its  use  and  treatment.  Grounds 
of  small  area  should  be  paved  and  drained  to  sewer.  Paving  may  be  of  brick, 
cement,  or  asphalt,  or  of  cinders  or  gravel  well  compacted ;  or  better,  of  broken 
stone,  surfaced  with  limestone  screenings  or  torpedo  sand.  Walks  for  country 
schools  may  be  made  in  any  of  these  ways.  For  large  playgrounds  a  few  of 
the  hardier  grasses  will  stand  the  rough  usage. 

Well  drained  playgrounds,  open  to  the  sunlight  and  protected  from  north 
and  prevailing  winds,  will  keep  the  pupils  out  of  doors  many  winter  days. 
The  playgrounds  should  be  placed  so  as  to  be  easily  overseen  by  the  teacher. 
Separate  yards  for  boys  and  girls  should  be  provided;  for  although  they  may 
play  the  same  games,  it  is  generally  agreed  that  undirected  co-recreation  is  not 
desirable.  Some  of  the  games  that  should  be  provided  for  are  baseball,  basket- 
ball and  football.  Some  equipment  adds  greatly  to  the  use  of  the  playground 
and  takes  very  little  space.  Sand  bins  will  delight  the  smaller  children.  The 
slide  and  horizontal  bars  are  good  and  generally  safe. 

It  would  be  desirable  to  enlarge  the  use  of  the  school  playground.  Make 
it  a  neighborhood  center.  Provide  more  apparatus  and  have  an  athletic  field 
and  a  swimming  pool.  Make  it  a  picnic  grounds,  a  general  gathering  place,  a 
place  for  athletic  meets,  moving  pictures,  band  concerts  and  singing  school. 

Fence  the  grounds  if  large,  and  it  is  desired  to  shut  out  the  things  of  the 
street.  A  high  iron  fence  is  expensive  and  agressively  exclusive.  A  strong, 
close  mesh  woven  wire  fence,  covered  with  roses,  honeysuckle  or  ivy,  is  a 
thing  of  refinement,  joy  and  beauty.  Or  trees  and  shrubbery  alone  may  give  the 
desired  seclusion.  Sometimes  high  masonry  walls  are  desirable,  as  on  the 
north  or  west  sides  of  an  exposed  yard  or  to  shut  out  some  undesirable  view 
or  building.  Such  walls  may  be  of  stone,  brick  or  concrete.  Walls  of  field 
stone,  laid  up  in  cement  mortar  with  large  deep  joints,  are  picturesque  when 
half  covered  with  vines.  Walls  of  rough  brick  are  also  pleasing  and  concrete 
walls  are  good  and  structurally,  perhaps  the  best.  Shrubbery  and  trees  should 
be  planted  along  the  inside  of  these  walls  and  fences. 


ScHooi.  Grounds 

Planting. 

Sunlight  for  building  and  grounds  is  all  important.  Open  spaces  for  play 
is  essential.  The  south  breeze  should  not  be  shut  out.  What  planting,  then, 
is  there  to  do?  Two  rows  of  shade  trees  may  be  placed  along  the  street,  one 
row  in  the  parking  and  one  inside  the  street  walk.  Also,  trees  may  be  planted 
along  the  property  lines  with  a  few  extra  ones  in  the  corners.  Some  trees 
may  be  planted  close  for  quick  effect,  such  as  silver  maple  and  Carolina  poplar, 
but  the  permanent  trees, — elm,  oak,  sugar  maple,  sycamore  and  ash,  should  be 
given  plenty  of  room. 

Along  the  borders  of  the  grounds  plant  lilacs,  roses  and  other  shrubs. 
Cover  the  fences  with  vines,  let  some  Japanese  ivy  creep  over  the  building  and 
give  the  climbing  roses,  clematis  and  other  vines  a  place  at  the  entrances.  Put 
some  low  bushes  along  the  walks, — privet,  roses  and  barberry.  Cannas,  dahlias 
and  hardy  chrysanthemums  are  fine  for  fall,  and  the  early  wild  flowers,  violets 
and  the  hardy  bulbs  will  herald  the  approach  of  spring  and  give  a  touch  of 
romance  to  the  closing  days  of  school. 

Work  out  a  good  arrangement  for  the  grounds  and  follow  this  plan 
even  if  the  improvements  extend  over  several  years.  Keep  all  planting  in 
groups  and  masses.  Scattered  planting  does  not  look  well  for  shrubs,  and 
usually  not  for  trees,  except  for  an  occasional  specimen  that  that  seems  to 
have  broken  away  from  the  mass  or  stands  a  captain  for  its  company.  Trees, 
however,  must  often  be  planted  alone  because  of  the  space  they  occupy  and  for 
special  requirements  of  shade.  Too  many  varieties  should  not  be  planted  and 
every  tree  should  be  carefully  selected  from  nursery  or  forest.  But  use  the 
natural  features  if  not  interferring  with  the  use  of  the  grounds.  A  hill,  a 
small  ravine,  a  natural  wood,  the  wild  flowers,  in  their  proper  places,  are  assets 
to  the  school  grounds.  Save  the  oaks  and  pines,  the  dogwoods,  elders,  golden 
rod  and  creeping  plants. 

Grass  seed  mixtures  adapted  to  the  given  soil  and  climate  will  produce  fine 
lawns,  if  well  cared  for.  Kentucky  blue  grass  is  good  for  the  central  and 
northern  states.    Bermuda  grass  is  desirable  for  the  South  in  open  spaces. 

Books  for  the  School  Library, 

Manual  of  Gardening,  by  L.  H.  Bailey.    N.  Y.,  The  Macmillan  Co.     ($2.00.) 
Trees  in  Winter,  by  Blakeslee  and  Jarvis.     N.  Y.,  The  Macmillan  Co.     ($2.00.) 
Practical  Landscape  Gardening,  by  Robert  B.  Cridland. 

N.  Y.,  A.  T.  De  La  Mare  Prtg.  &  Pub.  Co.     ($1.75.) 
How  to  Make  a  Flower  Garden.    N.  Y.,  Doubleday,  Page  &  Co.     ($2.00.) 


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THE  BUILDING 

ESSENTIALS.  The  greatest  needs  of  city  schools 

COURSE  OF  STUDY.  are  larger  grounds  and  more  buildings 

SIZE  OF  BUILDING.  of  the  best  modern  type.    The  greatest 

THE  BASEMENT.  needs  of  country  schools  are  larger  and 

MATERIALS.  .  better   kept   grounds,    better   buildings, 

LIGHTING.  better  sanitation  and  better  equipment. 

A  SOCIAL  CENTER.  The  rural  schoolhouse  should  be  attrac- 

tive in  appearance  and  may  well  reflect 
the  home  in  its  design,  while,  as  an  institution  of  learning  and  discipline,  its 
plan  should  insure  the  greatest  efficiency  in  operation.  The  more  extensive 
use  of  the  schoolhouse  for  social  and  community  meetings  of  an  educational 
character  and  the  teaching  of  agriculture,  manual  training  and  household 
science,  are  developing  a  new  schoolhouse  plan  in  which  the  workroom  and 
library  are  used  to  supplement  the  work  of  the  classroom,  and  an  assembly  room 
is  provided  for  general  public  use. 

Essentials. 

Every  school  building  should  be  safe,  sanitary,  comfortable;  well  lighted, 
heated  and  ventilated;  carefully  planned,  economically  and  honestly  built;  of 
durable  materials ;  of  minimum  cost  for  upkeep ;  perfectly  adapted  to  its  purpose, 
and  beautiful  in  appearance.  To  be  safe  a  school  building  need  not  be  fireproof, 
but  it  should,  at  least,  be  fire  resisting,  slow  burning,  and  easily  and  quickly 
emptied.  One-story  buildings  may  safely  be  of  wood.  Two-story  buildings 
should  have  all  exterior  walls  and  carrying  partitions,  all  stairways  and  all 
corridor  floors  of  non-burning  materials.  Three-story  buildings  are  undesirable 
for  grade  schools.  If  built,  they  should  be  entirely  fireproof.  All  roofs  should 
be  covered  with  non-burning  materials.  Heating  rooms  should  be  safeguarded 
against  fire  and  should  be  shut  off  from  the  remainder  of  the  building  by  fire- 
resisting  and  fireproof  construction.  Ample  inside  stairways  should  be  pro- 
vided to  empty  the  building  in  not  to  exceed  three  minutes.  Outside  iron  stair- 
ways are  undesirable  because  pupils  will  not  be  sufficiently  accustomed  to  their 
use. 

io 


The  Building 

Course  of  Study. 

The  training  of  the  child  is  provided  for  by  the  school  (a)  In  the  class- 
room, auditorium,  library  and  study,  where  he  receives  individual  and  collective 
instruction,  makes  use  of  the  sources  of  literary  knowledge  and  learns  to 
think  for  himself ;  (b)  in  the  drawing  room,  laboratory,  shop  and  garden, 
where  he  trains  his  hand,  makes  real  his  knowledge  and  learns  to  do  by  doing ; 
and  (c)  in  the  gymnasium,  and  on  the  playground,'  where  he  invigorates  his 
body,  refreshes  his  mind  and  lays  a  foundation  for  future  mental  and  bodily 
vigor.  The  classroom  is  the  unit  and  nucleus  for  all  this,  and  however  im- 
portant the  other  equipment  may  be,  our  system  of  training  makes  this  feature 
the  basis  of  grade  school  design. 

Size  of  Building. 

The  number  of  classrooms  determines  the  size  of  grade  school  buildings. 
Educators  generally  agree  that  a  teacher  should  have  not  more  than  thirty 
pupils.  But  recognizing  the  difficulty  of  maintaining  this  standard,  they  place 
the  practical  limit  at  thirty-five  pupils  and  believe  that  the  ultimate  or  emergency 
limit  should  be  forty.  Considering  the  physical  well  being  of  the  child,  the  floor 
area  for  each  pupil  has  been  established  at  15  to  18  square  feet  and  the 
cubic  feet  of  air  space  at  200  to  225.  These  requirements  will  be  fulfilled  by  a 
classroom  having  a  floor  area  20  to  23  feet  by  27  to  32  feet  and  a  ceiling 
height  of  12  feet  or  12  feet  6  inches.  A  classroom  25  by  32  feet  has  been 
found  to  be  about  the  practical  limit  of  voice  and  vision  for  teacher  and 
pupils,  and  these  dimensions  with  a  ceiling  height  of  12  or  13  feet  are  near  the 
limit  for  satisfactory  lighting  with  windows  on  one  side  only  of  the  room.  The 
Boston  standard  is  23  by  29  feet  for  lower  and  upper  elementary  grades  and 
26  by  32  feet  for  junior  high  schools,  with  ceiling  height  of  not  less  than  12 
feet. 

It  will  frequently  be  desirable  to  make  additions  to  the  school  building 
as  the  population  increases.  This  may  be  provided  for  in  planning  the  building, 
yet  to  do  so  will  often  mean  the  sacrifice  of  some  desirable  feature  of  plan 
or  design  and  larger  cost,  eventually,  for  the  completed  building.  Or  the  entire 
building  may  be  constructed,  leaving  some  rooms  to  be  equipped  later;  using 
them,  until  needed  for  classrooms,  for  some  of  the  secondary  functions  of  the 
school.  However,  there  are  several  types  of  buildings  which  may  be  added 
to  as  the  needs  of  the  community  require. 

The  Basement. 

The  basement  is  not  only  necessary  for  larger  school  buildings,  but  is 
also  essential  to  the  highest  efficiency  of  one-room  rural  schools.  It  is  the 
most  desirable  place  for  the  heating  apparatus,  because  a  basement  furnace 
affords  a  better  distribution  of  heat  over  the  whole  building  and  is  more  safe, 
cleanly  and  convenient  than  the  jacketed  stove.    The  basement  is  a  satisfactory 

U 


Ths  Buii^dinq 

place  for  toilets  where  water  supply  and  sewerage  system  are  available.  It 
is  usually  the  only  place  for  playrooms  and  may  be  used  for  manual  training 
and  domestic  science  when  it  is  high  and  well  lighted. 

Basements  that  are  dark,  damp  or  poorly  ventilated  are  not  desirable. 
With  a  cement  floor  not  more  than  four  feet  below  grade  and  ceiling  not  less 
than  five  feet  above  grade,  a  basement  in  a  dry,  well  drained  soil  should  be 
sanitary,  but  for  workrooms  it  would  be  better  not  more  than  two  or  two  and 
one-half  feet  below  grade.  The  walls  may  be  of  concrete  with  cement  plaster 
inside  or  with  face  brick  or  paving  brick  wainscot  or  of  selected  common  brick, 
carefully  laid.  Outside,  the  walls  should  be  kept  dry  with  cement  plaster,  or 
asphalt  coating  or  with  cinder  or  gravel  fill  and  with  tile  drains. 

A  basement  makes  the  rooms  above  dryer,  warmer  and  more  free  from 
ground  air.  The  increased  cost  should  not  prohibit  the  use  of  basements  in. 
rural  school  buildings. 

Materials. 

In  schoolhouse  construction  the  best  is  the  cheapest  and  safety,  fitness 
and  service  should  be  the  first  considerations,  then  beauty  and  cost.  Materials 
and  methods  of  construction  will  be  largely  influenced  by  local  conditions.  For 
foundations,  concrete,  stone,  or  hard-burned  brick  may  be  used;  preference 
being  given  in  the  order  named.  A  good  foundation  may  be  built  of  brick  with 
cement  mortar  and  with  waterproofing  on  the  outside.  Brick  walls  above  grade 
are  permanent,  will  require  no  repair  or  paint  and  even  common  brickwork 
may  be  made  attractive  with  selected  brick  and  good  workmanship.  For  small 
buildings,  outside  plaster  on  common  brick  or  tile,  is  desirable,  pleasing  and  not 
expensive.  Small  frame  buildings  may  be  made  safe  by  firestopping  with 
brick  or  other  non-burning  materials.  Plaster  is  the  best  inside  finish  for 
walls  and  ceilings.  Brick  walls  may  be  furred  inside  with  hollow  tile  or  faced 
inside  with  hollow  brick  and  the  plaster  applied  directly  to  the  wall  without  lath 
or  open  furring  space.  However,  hollow  bricks  even  with  damp  proof  paint,, 
do  not  make  a  sufficiently  dry  wall.  Metal  lath  on  metal  furring  is  expensive.. 
Wood  furring  and  wood  lath  keep  the  plaster  dry  and  add  little  to  the  fire 
risk  when  properly  firestopped. 

Basement  floors  should  be  of  cement.  Corridor  floors,  where  fireproof,^ 
may  be  of  composition,  cement,  asphalt,  marble,  tile  or  mosaic.  Cement  is. 
the  cheapest  and  is  satisfactory.  Marble,  tile  and  mosaic  tile  in  patterns,  are 
more  pleasing  than  cement  but  somewhat  more  noisy.  They  are  clean,  non- 
absorbent  and  durable.  Wood  floors,  although  not  perfectly  sanitary,  are 
best:  for  classrooms  and  offices.  Selected  maple  or  quarter-sawed  yellow 
pine,  23^-inch  face,  are  satisfactory.  The  former  is  the  better  and  is  the  more 
expensive.  Composition  floors  on  wood  sub-floors  are  sanitary  and  especially- 
desirable  for  corridors  and  toilets  of  frame  buildings. 

12 


Thb  Building 

For  wainscoting,  cement  plaster  painted  two  or  three  coats,  makes  a  good 
finish.  Burlap,  painted,  is  often  used,  and  has  the  advantage  that  it  is  not 
easily  marred.  It  is  not,  however,  entirely  sanitary.  Face  brick  for  corridor 
wainscoting  is  unsatisfactory,  but  is  appropriate  for  basement  playrooms.  The 
least  possible  wood  trim  should  be  used  and  this  preferably  plain  and  so  arranged 
as  to  catch  the  least  amount  of  dust  and  be  easily  cleaned.  Wood  wainscot  and 
wood  partitions  should  be  avoided. 

Lighting. 

Whenever  possible,  electric  lighting  should  be  provided  throughout  the 
school  building.  Some  form  of  artificial  illumination  is  essential,  for  the 
value  of  the  building  will  be  greatly  lessened  if  it  cannot  be  used  at  night. 
Especially  should  there  be  artificial  lighting  in  vestibule,  corridors,  stairways 
and  assembly  room.  For  electric  lighting  all  wires  should  be  in  steel  pipe 
and  generally  the  best  work  should  be  required.  For  classrooms  and  assembly 
hall  as  well  as  library  and  study,  indirect  lighting  is  much  to  be  preferred  to 
direct  lighting.  Opal  bowls,  transmitting  the  same  brilliancy  of  light  as  that 
reflected  from  the  ceiling,  give  a  soft  pleasing  light  very  restful  to  the  eyes. 
Indirect  illumination,  however,  requires  about  fifty  per  cent  more  electric 
current  to  give  the  same  amount  of  light. 

A  Social  Center. 

*A  community  may  be  said  to  have  a  schoolhouse  social  center  if  one 
of  its  school  buildings  is  open  to  the  public  on  one  or  more  fixed  nights  in 
the  week  for  at  least  twelve  weeks  a  year,  for  activities  of  a  social,  recreational,  or 
civic  character  and  regularly  directed  by  one  or  more  trained  leaders"  (C.  A. 
Perry).  The  present  day  tendency  to  make  the  school  a  factor  in  the  social 
welfare  of  the  whole  community,  is  not  a  new  movement  but  is  a  continuation 
and  expansion  of  the  spelling  match,  singing  school  and  political  meeting,  in 
the  little  red  schoolhouse,  long  ago,  when  folks  really  were  neighbors  and 
not  as  worldly-wise  as  now.  We  are  trying  to  get  back  some  of  the  good 
old  times. 

The  location  and  purpose  of  the  schoolhouse  make  it  the  logical  place 
for  community  gatherings  of  an  educational  character;  for  debates,  oratorical 
contests,  athletic  meets  and  public  playground  activities;  for  lectures,  dramatic 
and  musical  entertainments ;  for  meetings  of  parent-teacher  associations,  mothers' 
clubs,  girls'  clubs  and  boy  scouts;  for  agricultural  exhibits  and  discussions; 
for  political  meetings  and  voting  places.  Its  use  for  these  various  purposes  is 
justified  on  the  ground  that  the  school  belongs  to  all  the  people,  that  it  Is  well 
equipped  for  these  different  uses,  and  that  its  non-use  is  a  loss  to  the  com- 
munity.   To  provide  for  these  secondary  functions  but  little  extra  expense  is. 

13 


The  Buii^ding 

involved.  An  auditorium  is  necessary  and  is  provided  for  by  the  classroom 
and  assembly  hall.  Adequate  artificial  lighting  is  necessary.  Movable  furniture 
is  desirable.  The  larger  and  better  equipped  the  gymnasium  or  playroom  and 
playground  the  greater  will  be  their  service. 

However  better  than  all  this  would  be  an  evening  study  room  and  clubroom 
for  the  boys.  With  proper  supervision  its  effect  for  good  would  be  immediate 
and  far  reaching. 


Reference  Books. 


American  Schoolhouses,  by  Fletcher  B.  Dresslaf. 

United  States  Bureau  of  Educatioij,  Bulletin  No.  5.    1910. 

Gov't  Printing  Office,  Washington,  D.  C.     (75c.) 
Rural  Schoolhouses  and  Grounds,  by  Fletcher  B.  Dresslar. 

United  States  Bureau  of  Education,  Bulletin  No.  12.     1914. 

Gov't  Printing  Office,  Washington,  D.  C.     (50c.) 
School  Buildings  and  Equipment,  by  L,.  P.  Ayres  and  May  Ayres. 

Address,  The  Russell  Sage  Foundation,  New^  York  City.     (25c.) 
Healthful  Schools,  by  May  Ayres.    N.  Y.,  Houghton,  Mifflin  Co.     ($1.50.) 
Decoration  of  the  School  and  Home,  by  Theodore  M.  Dillaway. 

Springfield,  Mass.,  Milton  Bradley  Company.     ($2.00.) 
Community  Center  Activities,  by  Clarence  A.  Perry. 

N.  Y.,  The  Russell  Sage  Foundation.     (35c.) 


5TATE.  LAW5  litLATING  TO  :JCH00LH0U5E5. 

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Bvrcou  of  tdoootion;  Washington,  Government  Printing  OHioe. 


14 


THE  CLASS  ROOM 

SIZE  OF  ROOM.  In    the    modern    schoolhouse    the 

ORIENTATION.  classroom    is    lighted    from    one    side 

LIGHTING.  only,  a  constant  supply  of  fresh  air  is 

DOORS.  maintained,  a  part,  or  all,  of  the  desks 

WARDROBES.  and   seats    are   adjustable,    slate   black- 

BOOKCASES   AND   CLOSETS.  boards   are  provided   on   two   or  three 

BLACKBOARDS.  sides    of    the    room,    and    there    is    no 

FURNITURE.  teacher's  platform. 
DECORATION. 

Size  of  Room. 

^  There  is  no  absolute  standard  size  for  classrooms,  but  educators  and 
hygienists  have  agreed  upon  certain  limitations.  They  agree  that  a  grade 
classroom  should  not  be  larger  than  25  by  32  feet,  and  that  one  teacher  should 
not,  under  any  circumstances,  have  charge  of  more  than  forty  pupils.  It  is 
also  generally  agreed  that  each  child  should  have  not  less  than  fifteen  square 
feet  of  floor  space.  And  yet  our  largest  cities  continue  to  build  larger  class- 
rooms and  teachers  in  city  and  country  continue  to  enroll  forty-five  and  fifty 
pupils.  But  it  is  a  passing  condition.  Every  year  better  conditions  become 
average  conditions.  It  is  likely  that  the  lower  standards  will  not  continue 
beyond  our  present  transition  period. 

Large  classrooms,  with  movable  furniture,  may  be  useful  as  public  assembly 
rooms,  but  in  general  the  best  interests  of  the  pupil  should  not  be  sacrificed 
to  any  of  the  secondary  functions  of  the  school  building.  The  classroom  in 
most  favor  at  the  present  time  has  five  rows  of  seats  and  six,  seven  or  eight 
seats  in  the  row,  seating  thirty,  thirty-five  or  forty  pupils  and  requiring  a  room 
from  20  to  23  ft.  wide,  27  to  32  ft.  long  and  12  ft.  high. 

The  necessary  ceiling  height  of  a  classroom  is  largely  determined  by  light 
conditions,  and  this  by  orientation,  surroundings,  and  geographic  location.  With 
classroom  lighting  from  one  side  only,  the  width  of  the  room  should  not  exceed 

IS 


The  Class  Room 

two  times  the  height  of  the  top  of  the  windows  above  the  floor.  Allowing 
six  inches  for  head  casing  the  top  of  the  windows  will  be  liy^  ft.  above  the 
floor  for  a  room  having  a  ceiling  height  of  13  ft.  and  the  room  should,  accord- 
ingly, be  not  more  than  23  ft.  wide. 

Increasing  the  ceiling  height  affords  better  lighting  and  somewhat  more 
uniform  temperature.  But  an  increased  ceiling  height  makes  the  room  more 
difficult  to  heat,  increases  the  amount  of  stair  climbing  to  the  story  above  and 
adds  to  the  cost  of  the  building.  With  perfect  mechanical  ventilation,  giving 
thirty  cubic  feet  of  fresh  air  per  minute  to  each  pupil  the  area  of  floor  and 
cubic  feet  of  space  per  pupil  become  of  much  less  importance. 

Orientation. 

With  unilateral  lighting,  the  most  desirable  outlook  for  the  classroom  is 
southeast  or  east.  Next  to  an  eastern  exposure,  west  is  preferable ;  then  north- 
east, south,  southwest  and  northwest,  with  north  the  least  desirable.  Local 
conditions  as  to  site,  sunlight  and  prevailing  winds,  may  modify  this  choice 
but  there  should  be  direct  sunlight  in  every  classroom  some  part  of  the  day. 
East  rooms  receive  enough  sunlight  to  be  sanitary  but  not  so  much  as  to 
cause  eyestrain.  The  morning  sun  helps  to  warm  the  room  and  is  more 
welcome  than  sunlight  in  the  afternoon.  However,  west  exposure  for  the 
classroom  has  two  minor  but  not  unimportant  advantages,  namely,  the  sun  is 
in  the  rear  of  the  pupils  and  in  studying  geography  the  compass  points  of 
the  pupil  are  the  same  as  the  map  upon  his  desk. 

South  rooms  are  more  open  to  the  summer  winds  and  better  protected  from 
winter  storms  than  north  rooms.  They  are  most  sanitary  and  cheerful  but 
unsatisfactory  because  of  unequal  distribution  of  light.  North  light  is  most 
even  and  least  trying  on  the  eyes  but  north  rooms  are  cold,  cheerless  and 
insanitary.  If  a  schoolroom  with  a  north  exposure  receives  sunshine  in  the 
afternoon  from  high  windows  in  the  rear,  it  is  to  be  preferred  to  a  room  with 
a  south  exposure. 

Lighting. 

Light  for  writing  and  drawing  should  come  over  the  left  shoulder  from 
high  windows  in  order  that  no  shadow  may  be  cast  by  the  hand  upon  the 
work.  Reflected  light  and  cross  lights  cause  eyestrain.  It  has  become  the 
best  accepted  practice  to  light  classrooms  from  one  side,  and  nearly  all  modern 
classrooms  have  windows  at  the  left  side  only  of  the  pupils. 

There  are  many  dark  days  when  it  would  seem  that  light  from  rear 
windows  would  be  sufficiently  diffused  to  be  welcomed  even  by  the  teacher 
facing  these  windows.  There  are  many  warm  days  when  all  possible  ventilation 
is  desirable.  Bilateral  lighting  will  produce  cross  shadows,  hence  windows  at 
the  left  side  should  be  large  enough  for  lighting  and  rear  windows  should  be 

16 


The  Ci<ass  Room 

used  only  fof  exceptionally  dark  days,  for  ventilation  and  for  sunning  out 
rooms.  In  the  south  and  southwest,  especially,  these  rear  windows  should  be 
provided  for  ventilation  wherever  the  plan  of  the  building  will  permit. 

Opaque  shades  at  rear  windows  and  more  transparent  ones  at  side  windows 
can  be  adjusted  to  meet  the  requirements  of  varying  lights.  Shades  may  be 
fastened  at  top  and  bottom  of  windows,  double  shades  may  be  provided  at 
meeting  rails  and  arranged  to  pull  up  and  down,*  or  a  single  adjustable  shade 
may  be  used. 

Window  heads  should  be  square  for  greatest  efficiency  and  as  close  to  the 
ceiling  as  practicable.  To  avoid  eyestrain  from  direct  and  reflected  light,,  window 
stools  should  be  above  the  heads  of  pupils  when  seated.  But  to  get  sufficient 
light  with  windows  on  one  side  only  and  with  a  12-ft.  ceiling,  3  ft.  6  ins.  will 
be  about  as  high  as  the  window  stools  can  be  placed  without  it  being  necessary 
to  extend  the  windows  too  far  towards  the  front  of  the  room.  Windows  should 
be  grouped  together  as  closely  as  possible  to  avoid  cross  lights.  Large  mullions 
and  transom  bars  should  be  avoided.  Splayed  plaster  jambs  will  help  the 
lighting. 

The  area  of  glass  required  depends  upon  orientation,  surroundings  and 
climate.  Under  very  favorable  conditions  the  glass  surface  need  not  be  more 
than  one-sixth  of  the  floor  area.  For  rooms  with  a  northern  exposure,  or  with 
light  partially  shut  oflf  by  other  buildings  and  in  places  where  many  cloudy  days 
may  be  expected,  a  ratio  of  one  to  four  should  be  provided,  while  one-fifth  of 
the  floor  area  may  be  assumed  as  a  fair  standard  for  lighting  of  rooms  having 
cast  or  west  exposure  and  with  average  climatic  conditions. 

Doors. 

There  is  a  difference  of  opinion  as  to  the  proper  opening  of  the  door 
between  classroom  and  corridor.  With  the  intention  of  emptying  the  room 
as  quickly  as  possible,  In  case  of  fire,  this  door  Is  sometimes  made  to  swing 
out  into  the  corridor.  However,  the  danger  from  fire  is  more  iniaglnary  than 
real  and  if  the  teacher  can  control  the  pupils,  allay  their  fears  and  march  them 
out  in  an  orderly  manner,  the  danger  is  reduced  to  a  minimum.  This  can  better 
be  accomplished  by  having  only  one  corridor  door  to  the  classroom  and  this 
opening  into  the  room.  Such  an  arrangement  with  one,  or  possibly  two  doors 
between  classroom  and  cloakroom,  gives  the  teacher  the  best  possible  super- 
vision over  the  pupils  at  all  times.  It  follows  that  doors  between  corridor 
and  cloakrooms  are  not  desirable.  In  small  buildings  the  classroom  doors 
may  open  out,  for,  even  if  the  pupils  get  beyond  control,  there  is  but  little  danger 
of  congestion  at  the  exits. 


17 


The  C1.ASSR00M 

The  door  between  corridor  and  classroom  should  be  at  the  front  end  of 
the  room  wherever  possible.  It  should  be  3  ft.  or  3  ft.  4  ins.  wide.  For 
safety  and  convenience  it  is  desirable  to  have  communicating  doors  between 
adjoining  classrooms.  It  seems  to  be  the  best  practice  to  have  no  glass  in 
classroom  doors  and  no  transoms.  With  outside  windows  in  rear  of  classrooms, 
no  high  corridor  windows  or  transoms  should  be  necessary  for  ventilation; 
otherwise  they  may  be  desirable  for  ventilation,  or  they  may  be  necessary  for 
lighting  the  corridor. 

Wardrobes. 

For  grade  schools  one  cloakroom  is  usually  provided  for  each  classroom, 
the  two  rooms  being  connected  by  one  or  two  doors.  For  high  schools,  the 
two  sexes  should  have  separate  cloakrooms  and  the  same  is  true  for  the 
older  pupils  of  country  schools. 

Wardrobes  and  cloakrooms  are  built  in  many  different  forms  but  unless 
a  thoro  system  of  mechanical  ventilation  is  provided,  there  is  probably  no 
better  way  of  taking  care  of  pupils'  hats  and  wraps  than  in  the  usual  cloakroom 
at  one  end  of  the  classroom.  It  should  be  5  ft.  or  5  ft.  6  ins.  wide,  have  out- 
side light  and  air  and  be  provided  with  heat  and  artificial  ventilation.  The 
wardrobe  should  be  under  the  direct  supervision  of  the  teacher.  For  this 
reason  the  cloakroom  had  better  be  at  the  teacher's  end  of  the  room. 

With  perfect  mechanical  ventilation,  the  built-in  wardrobe,  with  sliding 
panels  in  front,  of  wood  or  slate,  is  economical  of  space  and  perhaps  as  sanitary 
and  satisfactory  as  the  cloakroom.  It  is  placed  at  the  rear  or  side  of  the 
classroom. 

Sometimes  the  coatroom  is  partitioned  ofif  from  the  front  end  of  the  class- 
room, with  no  doors  between.  This  has  been  carefully  worked  out  for  the 
Cleveland  schools  and  has  proven  efficient  and  satisfactory  for  large  buildings, 
but  is  not  to  be  used  except  with  perfect  mechanical  ventilation.  There  is  little 
to  be  gained  by  using  corridor  space  with  low  partitions,  for  coatrooms,  because 
the  corridors  must  be  made  correspondingly  wider  and  will  be  less  attractive  with 
such  inclosures. 

Lockers  in  the  corridors,  even  if  built  mto  the  walls,  do  not  look  well, 
are  insanitary  and  cause  congestion  and  disorder.  If  lockers  are  used  they 
should  be  heated  and  ventilated  in  order  to  dry  and  air  wet  clothing. 

Cloakrooms  should  be  provided  with  poles  or  shelves  on  all  walls  and 
with  hooks  and  pins  for  hats  and  clothing.  Hooks  may  be  placed  in  two 
rows,  12  ins.  to  18  ins.  apart  in  each  row, — giving  forty  or  fifty  hooks  in  a 
room.  A  heavy  wire  shelf  may  be  placed  a  foot  above  the  floor  for  overshoes. 
Such  a  shelf  for  hats  and  lunch  baskets  could  be  kept  clean  more  easily  than 
a  wood  shelf.  An  umbrella  rack  should  be  placed  in  each  cloakroom.  A 
lavatory,  near  the  window,  would  be  a  valuable  addition  to  the  equipment. 

18 


Thh  C1.ASSROOM 

Bookcases  and  Closets. 

A  bookcase  and  a  teacher's  closet  should  be  provided  for  each  classroom. 
The  closet  is  especially  desirable  where  there  is  no  teacher's  room.  The 
built-in  bookcase  is  more  convenient  and  less  in  the  way  than  the  revolving 
case  or  the  book  cabinet.  The  Boston  standard  bookcase  is  about  5  ft..  9  ins. 
long,  and  7  ft.  high,  with  cupboard  and  drawers  below,  15  to  20  inches  deep. 
These  come  up  to  the  line  of  the  bottom  of  the  blackboard.  Above  are  six 
adjustable  shelves  inclosed  by  glass  doors. 

Blackboards. 

For  blackboards  slate  is  to  be  universally  recommended.  It  is  serviceable, 
durable  and  easily  cleaned.  It  comes  in  standard  widths,  3,  3^  and  4  feet 
high  and  ^  to  ^  inches  thick.  Prepared  slate  cement  is  satisfactory.  It 
costs  less  than  slate  but  is  not  as  durable.  It  is  applied  like  ordinary  plaster 
to  metal  lath  with  wood  backing.  Pulp  board  is  cheaper  and  more  easily  applied, 
but  will  buckle  and  is  not  durable.  Liquid  slating  is  applied  to  plaster,  wood 
or  pulp  board.  It  requires  frequent  renewals  and  is  not  used  except  for  the 
cheapest  work.  Ground  glass,  painted  on  the  back,  makes  the  best  of  black- 
boards, but  is  too  expensive  for  common  use.  Painted  glass,  of  some  light  color 
as  buff  or  gray-green,  and  dark  crayons,  would  give  a  much  better  color  and 
lighting  effect  to  the  room.  The  most  usual  color  for  blackboards  is  dull 
black.    A  slight  shade  of  green  is  pleasing  and  is  frequently  used. 

Blackboards  should  be  placed  at  the  front  and  rear  ends  of  the  classroom 
and  on  the  side  opposite  the  windows.  It  should  be  4  ft.  high  and  3  ft.  above 
the  floor  for  end  walls.  For  one-room  rural  schools  it  should  be  3 5^  ft.  high 
and  28  ins.  above  the  floor  for  side  wall.  For  graded  classrooms  the  height 
above  the  floor  at  side  wall  should  vary  with  age  of  pupils, — 25  inches  for 
grades  one  and  two,  27  inches  for  three  and  four,  30  inches  for  five  and  six, 
32  inches  for  seven  and  eight  and  36  inches  for  high  schools.  (Dresslar.) 
The  height  of  the  blackboard  may  be  30  inches  for  grades  one  to  four,  36 
inches  for  grades  five  to  eight  and  42  inches  for  high  schools.  The  Boston 
standard  height  for  blackboards  is  4  ft.  placed  26  to  30  inches  above  the  floor 
for  grades  one  to  four  and  32  inches  for  grades  five  to  eight. 

A  tack  board  of  soft  wood  or  cork  board,  about  one  foot  high,  for  pictures, 
should  be  placed  above  the  blackboard,  especially  for  primary  grades.  In  the 
Boston  classrooms,  the  rear  end  of  the  room,  from  baseboard  to  height  of  top 
of  blackboard  is  covered  with  cork  carpet  attached  to  soft  wood  sheathing. 
Blackboards  are  used  at  front  and  one  side  only.  The  remaining  wall  space 
to  top  of  blackboards  is  covered  with  burlap,  painted. 

19 


Thk  CivAssroom 
Furniture. 

Notwithstanding  the  fact  that  adjustable  and  movable  seats  and  desks  are 
admittedly  the  best  furniture  for  classrooms,  nearly  all  schoolhouses  are  still 
provided  with  fixed  desks  and  the  majority  are  without  adjustable  furniture  of 
any  kind.  The  single  fixed  desk  and  seat  is  used.  It  is  in  one  piece  but  of 
varying  sizes  and  fits  the  body  comfortably.  It  meets  the  requirements  of 
the  present  rigid  school  discipline.  Some  educators  believe  that  the  methods 
of  the  sub-primary  (kindergarten),  workroom  and  laboratory  are  better  suited 
for  classroom  instruction  than  our  present  system  derived  from  the  lecture 
room.  The  furniture  required  would  be  chairs  and  tables  and  would  have  many 
of  the  advantages  over  fixed  desks  that  the  movable  armchair  has.  That  is, 
the  schoolroom  may  be  quickly  cleared  for  cleaning,  for  various  school  exercises 
and  for  use  by  the  public. 

The  teacher's  platform  is  now  seldom  provided.  It  is  in  the  way  and 
is  not  needed  with  the  classroom  of  ordinary  size. 

Decoration. 

Dull  finish  and  subdued  colors  should  be  the  keynote  for  interior  decora- 
tion of  the  schoolhouse.  The  classroom,  especially,  because  of  the  many  hours 
spent  within  its  walls,  should  be  carefully  studied  for  color  harmony  and  light 
requirements.  Surfaces  which  reflect  the  light,  as  varnished  furniture  and 
glossy  woodwork,  will  cause  eyestrain.  Bright  colors,  as  red  and  orange,  weary 
the  eye  and  fatigue  the  brain.  Blackboards  are  neither  decorative  nor  cheer- 
ful and,  being  on  the  wall  farthest  from  the  windows,  they  absorb  light  where 
it  is  most  needed. 

Exposure  and  lighting  of  the  schoolroom  and  color  of  the  furniture,  if 
already  in  place,  will  determine  the  decorative  color  scheme.  For  light  rooms, 
gray  and  gray-green  are  appropriate;  while  darker  rooms  should  have  warmer 
colors,  as  light  tan,  buff,  and  light  cream  for  ceilings.  The  furniture  and  wood- 
Work  should  be  simple  in  design  and  with  dull  finish.  A  brown  stain  is  a 
suitable  finish  in  north  rooms  and  gray  stain  in  rooms  receiving  more  sunlight. 
Window  shades  should  transmit  light  without  glare  and  should  harmonize 
in  color  with  the  walls.  They  should  be  selected  with  greatest  care  both  as 
to  color  and  transparency.  Light  green,  light  sage  color  and  light  cream  color 
have  been  recommended. 

In  Cleveland  the  standard  finjsh  in  classrooms  is,  for  desks  and  chairs,  a 
brownish  dull  stain;  for  woodwork,  a  dark  dull  finish;  for  walls,  French  gray 
below  and  creamy  gray  above ;  for  ceilings,  a  color  just  off  white.  More  color 
is  given  north  rooms  than  south  rooms.     Blackboards  are  of  natural  slate  color. 

20 


PLATL5 


Playgr-ouno 
Apparatus 


Incunld  Laddelc 

suoing  poue.3 
horizontal  bars 
flying    rings 

TR.AwPE.ZE. 
CLIMBING    POLES 
FLEXIBLE.  LA00EJ2 
VLKTICAL  LADDER 
LONG       SLIDE.. 

6PACE.,    43'>«.36'   HEIGHT  14' 
WEIGHT  iVOO^COM  ABO0T*325. 


" Plan    of 
•'sand  bin" 


< 

a.  z 
0< 
h-(0 


/ 


y8«5itO.*M.;      ^ 


\ 


2.  MO" 


•  G"  6AN  0 


Section  thro 
side.  op    &in 


Section     thro 
Table. 


Sand  bin    and  Table.  . 

These  MAY  be  c3f  any  de5ire.d  size. 

have.  ENOUGH  BINS  TO  ALLOW  SAND 
TO  DRY  AND  AIR.  AlL  LUMBER  TO 
BE      DRESSED     AND     PAINTE-D- 


tAR.TH      LtVtL   WITH    TOP 


The:    Jumping     Pit 

Size,    lo' »  so*     or.    LAe.GE.R.. 

FOR.  THE.RUNNINQ  JUMP   THE.  SAND  SHOULD 
BE  EVEN    WITH  SURFACE,    OF    GROUND 
AND   NO  CURB  USED. SIZE  8'«Sd  OR.  LONGER. 


";  •'!vt»»^>^"'  '■■■  ■^^^}^"- 

The  sand  hill 

At  LEAST   3'  HIGH. 
FOR     J  u  MPIN  Q 
POLE-VAULTING    AND 
GAMti    OF      WAR. 


<b  DJArt.  OR,  LAeGER 
SO"  OB.  LONGEB  .   .,|rti 


SAND. 


:«c, 


ZA    D I  AM  OR 
l^rger.■top 
5'-o"above.  ground.  ^ 


SAND 


TR.E.e.    Trunks 

U5LD    A5    SPRING   BOAR,DC> 
BARK     REMOVE0.TRUNK5  MADE  SMOOTH 
HEWED  OFF  ON  TOP,   AXE-S  HORIZONTAL. 


Base  Li  n  e^ 


4IK  { 


O- 


Smvice/ 

LIN*. 

: Lji 


.JiV.. 


Diamond 

GRfDlRON 


tNO  .Line. 

Basket— Ball 


,        ^^'     »?•    7|'5"    " 


Scale, 

35 FT.  SQUARE. 
for"  Plav 
ground' 

BAAE.    e>Al.L 


For  biBUOGRAPHY  OF  Play  see'Sources  of 

INFORMATION  ON  PLAY  AMD  RECREATION 
BY  HAMMER  AND  KNlGtlT,  N.Y.  UuSSELL  SAGE 

fouhdation  .    price  lo* 
Also  consult   The  Playground  and 
Recreation  Association  of  America,  No.! 
MAoisoNftvt.N.V.  City. Their  worms  Play. 


These dimemsiomXare  standard  for 
college  and  prdfe3viomal  games 
School  Re.qoiee.me.nts  willvacy  with 
a6e.op  players.     but  the  diagrams 
1llustratc.the  neex)  of  large  school 
GROUNDS.     If  all  pupius  arc.  to  be 

PARTICIPANTS   AMD    KOT     ONU30KE.RS 
MOR.E.  THAN     ONE.   BAU-   FltUD    MAY 
BE    NECESSARY  AND    EVERY     PART 
OF    THE    SCHOOL    GROUNDS  UStO. 


2.6    YA  R  O     Ul  NE." 


I M     GOAU 


5  YDS. 


School  Games 


The.     3CHOOLHOUSL 


PLATL  I 


F0IIM5   Good  and    Bad  ro^   Walks    and    I2.oad5. 


■M 


H 


A.  The   5TBAIGHTWALK,  SlMPUt     AND   OIBtCT,   ALWAYS    GOOD,  BUTMAY    DIVIDE.  THE 
5CHC>OL  YARD  IN  AN  UNDE51BABLC.WAY    OB    BE.CO ME.  MONOTONOUS  IT  TOO  LONG. 

B.  TmE.>iMPLC.CURVL,61VE.5  variety  and  CMAttM, U5EDTO  avoid  0B3TACLL5  AMD  T0GIYE.ADE51REX)  LAND- 
SCAPE SETTING .     Must  not  SEOr  too  small  radius.        May  not  be  direct  ENOOQH  fob  SCHOOLYAaK). 

C.  ThE  double  CU a VE,    MAY  OFTEN  BEUSEDWITH  GOOD   EFFECT 

D.  May  sometimes  be  used  forlongwalks,  dutuselessanounoesirable  for  short  distances. 
E,.  Meaningless  curve,  should  be  avoided.   E.',  E."  not  as  bad  asE..becau5Lof  larger  curve. 

but  not  DESIITABLE  EXCEPT  rOB    PLEASURE  PATHS- 

F.  I  SLANOSAREALWAYS  annoying  AND  WASTEFULOF  TIME  AND    ENERGY. 

G.  Small  TRIANGLES  should  usually  beavoideo.  G'  is  better  than  G. 

H.    used  for  drives  of  large  radios  and   with   LOW     PLANTING. 

DiVjSIONS  OF  CURVED  WALKS  AND  DRIVES  SHOULD  BE  TANGENT  TO  LINES  OF  MAJM  CUBVE(J  AN.D  KO 
AND  BBANCHES    SHOULD  BETAKLN  rROM  OUTSIDE  OF  CURVE  (H  AND  K)  RATHER  THAN  FROM  INSIDEKJ). 
MOWEVtJB,  PRIVATE  ROADS  FROM  MAIN  ROADS  SHOULD  ENTER  GROUNDS  AT  RIGHT  ANGLES  TO  MAIM 
ROAD  (M)  INSTEAD  OF  AN  ACUTE.  AHGLECH").      L  JS  TOO  NEAR  MAIN   CROSS  ROADS   BUT  IS  LESS 
DANGEROUS   THAN  DIRECTLY    FBOM  ANGLE  OF    MaiN  COAD,     O.  [BAILEY   AND  OTHtRsl 

Con  STR.UCTION    or   Walks    and    I2.oadc>. 


■nj)i»i)>ix\\y>>i„ 


■CR.OWN  J"  TO  f-O" 


IMPKOVEO    BYWORK.1N6    IN    SAND  J 
OR  CLAV   TO  AOEPTM  OF  S"OR.  -4". 

Turf  Walk,  and  Sand-Clay  Walk.. 


T^^ToTVfc  &TO. 


^3"-C>" SUB- base.  IFNtE-OtO  FOa  OaWHAGC 

iSMOO-moFF  WITH  STONE  OUST   OR.  SAND 
I  OR.  FINISH   WITH     I"  OF  5AN0  AMD  ASPHALT. 

Macadam  and  gravel  walk. 

r  Top  -^  IVllN.CR.OWN    '/h'toI'-O*. 

]^-Cr  SUB-BASE.  IF  NE.E.PCO  rORDeAlNAOt 


Top:-  i  par.t  ce.ment   ii/2,pae.ts  sand. 
Base.-    i-.s:  5    concR-ete,. 

Ce.me.nt     Walk 

/r-2."TOp  OF  SCRtEHtO  CINDI.R&  AMD  CLAY 
>■'«■  <>  .  i    .   i     ,   .  ; )  .  -  -  ■  J  . ,    * ■■ .1   I 

>  '-jlf-  A"  pOAa.a  E-^*o  I  M  D  E  B.  a  .".  1 1 

CINDE.O--CLAY    SURFACE. 
For.  running   tracks,  tcnnis    courts   and 

UNDER,    playground     APPARATUS      ALSO 

For   walks  vvfiTH    '/t"  crown    to  t'-o". 
•  Proportions  of  cinders  and  clay  will 
vary  from  equal  parts  to  1:2.  cinoejj.s  aho  clay. 


Whatever  the  constroction  of   walks  and 
roads,   the.    5u6-gradc  should    be  well  com- 
pacted, of    uniform     grade  ahd  cross  section  , 
and  should  have  good  drainage. 

The  Sub-base  should  be  of  coarse,  materi- 
als,   WELL  COMPACTE.D.  ThE    TOP   SHOULD 
BE      CROWNED.    THE   AMOUNT     DEPENDING   UPON 
The.  mate-Rial     and  longitudinal,  grade. 

walk.s  and  drives  are   expensive  and   de- 
tract     from     the  appearance  of   the. 
grounds,  hence  should  be  no  wider.  than 

NECESSARY^      A  WIDTH  OF   ABOUT    IS" 'WILL  BE 
REQUiaEO      FOR     EACH       PE-R.SON  .  A  WIDTH 
OF    4*-<o"  OR  5'-o"    WILL   ALLOW     TWO     PERSONS 
TO    PASS    TWO      PER.SONS,    ALTMO     WITH     SOME 
INCONVENIENCE.        FoR.    FOUR.  PERSONS  TO 
V/ALK.       ABREAST      A  WIDTH   OF   C>*-of'  Wiui- 
BE     REQ.OIB.ED    FOR    ADULTS. 

BoADS    FOR     SINGLE      VEHICLES     SHOULD 
BE-    AT   LEAST   7-o"wiDE    (  BETTER.  B*);  AND 
FOR.     TWO    VEHICLES,    is'oR.    141 

For    road    CONSTRUCTION  , see    PUBLICATIONS 
U.S.     DEPT.   OF    AGRICULTURE.  AoORESS 

SUPT.    OF    DOCUMENTS,    GOVT    PRINTING 
OFFICE-,      WASHINGTON,       D.  O. 
TaRMERS  bulletin,  SSa    -   macadam    ROADS,(5"t} 
DePT.   OF   AG'R.     BULLETJNS:- 

4gs.  earth,  5and-clayan0  gravel  roads.  (is'l-.) 
2.49  Portland  cement  concrete  pavements 
for  country     roads.  ("is*) 


SCHOOL 
GP,0\JND5 


The.     3CHOOLHOU3H. 


PLATE  II. 


--*'■  '■■■■■» 


'1'  1  s.^, 


2  0       RODS 


BOVA         PUAVGBOUNO 


"n,- 


.^^^."  G  I  R  L  3 

PLAVOROUNO 


.W 


^;: 


Ml^ 


^  CJ*  w?  1^  Q*  Qi*  Ul  ^  Ci^  Q'  'iyJ 


EAST 


5  T   R.    EL    E_    T. 


<?.  C  tf"«M^  a*eJK 


Plan    A    -  o  acb.e.5 

5CHOOLMOU3E.*^         PLATE.    X 

This  and  the.  toluowing  plans  of   ochool    grounds  maV  stew  too 
ela50rate.  fob,  country  .  schools.       the.   walks   show    lines 
of  greate.5t  travtl.      50me.  will    always   remain   ear.tm  paths 
5ut  in  most  cases   the.y   should  bc  of  ptrmanent  construction, 
howcveb   a  part  only  may  be.  built  each  ye.ar  until  com plltlo . 

a  good  plan  should   be.  studied  out  to  me.e.t  the  particular  rtquire.- 
ment5  or  e.acm    site   and   the.  permanent  plantinq  made. to  conform 
to  this  de.sign  "even   tho  e.xtended  over   several   years. 
Much  thought  may  profitably  be.  givln  to  the.  school  grounds 

BY  TE.ACHE.E5   and   ALL  INTCRE5TLD  IN    THE.  SCHOOL.     THE  LAYING  OUT 
OF    SCHOOL  AND    HOME.    GROUNDS    AND    THE.    MAKING    OF    PLANTING 
LISTS    WOULD     BE  A    FASCINATING     SCHOOL   E.XERCI5E,. 


■^S     Irl^h-^ 


fcS        so         75         lOp 


50ALE.:  iVlOO' 


SCHOOL  GROUNDS 
PLAN  A 


The     Schoolhouse 


PLATE    in 


^T^         .   »    .H  I         I       A 


Q      ^"^     r'i.    ^'^     r■-'^     -^^^>     -"^     r-^    r'~\     '^■^     ^'~^, 
_       Uv^    t  J)  ^■■^    (>a^    C^    W>    ^igg'    '^    ^    ^^."-c^. 


Consult   pubucatiom&  uNrrED  states  ©ipartmekt  of  AGEicuuTuaE: 

GOVERNMENT     PRINTING     OFFICE.    WASMINGTON*     O.  O. 
rAaMC.B.5  186     BEAUTIFYING      THE.    MOME.    GROUNDS 

BUL-Ut-TINS  aia      SCHOOL.         GACDCN. 

434      LAV/N      50H.J>-    AND    LAWNS 
tACH   5*  750     R.05E.I,     FOa     TME.     HOME 

BtAUTlPYING         THE.     FARM5TE.*^0      ftV   F  V-.  MUUFOaO 


Z 
< 

Q. 


p 
uJ  xf 
O 

3' 
O 

r 

o  "^ 
O  2 

o  I 


tJ  uJ 

Q2  a 

o  o 

<  < 


p  Id 


o^T 


5CAUE.     I"=!00" 


SCHOOL  GROUNDS 
PLAN    B 


The.    5choolhou5E 


PLATE  12 


1g  "iwj      ?jwuiii*iijiim^  I'lt.^ 


^      O     U     T      H 


SCHOOL  GROUNDS 
PLAN     C 


The     School house 


PLATE    Y. 


rS)    Q    Q  .QQ'QQQQQQ 


X 

id   uJ 

t-  t 

<  < 

_J   -J 

a  a 

ol   _ 

.g  o 

U'^ 

o 

o 

o 

r 

in 

uJ 

-1  uJ 
0    ^ 

X  0 
"->  r 

< 

I     1 

lO 

<n  <o 

uJ    iJ 

cj  a 

o  u 

4   < 

u 

H<J    -+J 

lO  - 

Z 

tO 

< 

Q      , 

uJ 

-J 
Cl 

a 

o 

o  u 

r  < 

O  iJ 

to  H 

O 
«0 


SCHOOL  GROUNDS 
PLAN    D 


The     5CHOOLHOUSE 


PLATE    Hr 


r-\     Scale,  r-  loo' 


SCHOOL  GROUNWl 
PLAN    L 


The     Sghoolhouse 


PLATE    VII 


QQQQQ'^Q^Q 


C  '^ 


Q)Q> 

©■ 

a 

B   O   Y   5 

'/-■^ 

p 

L 

AY    GROUND 

2.?>         so'  76'  lOO' 

5  CALL.  r  =  ioo' 


%^^.'c:^aJi^^  -  C2)  -•  ■  S^J^ 


Q      C^ 


^^     C^ 


T'-Y^ 


Q^  Q  Q  ©  Q  £^  (^'W  3^© 


vi>s>^    \^     u^    viSJ^     ^^     ^^^     ^^y^    ^^^^     ^"^      ^^^     ^^^  ^^ 
.School     grounds,      5  Acbc.5  •  scmoolhouse.   41A  .  PLATE.       XX. 

TlaCHLB.5        home.,  5   ACE.E.5.  HOME.  <o5l.        PLATE.       XXX. 


5CHOOLGROUND5 
PLAN     F 


The     Schoolhouse 


PLATE  Vlll 


A    One:  Room    5chool 

buiLDlKG. 
This     la    a    good     mome-likl 
Building    PL^NNE.o      fob.    mode.b.m 

SCHOOL-     WORK.  TmE-    LIGHTING 

15     FROM      ONE-        SIDE-.  ThE-HIGH 

windows     in    the.    rlae.     being 
usco    for.     ventilation. 
Heating    is     by     jacke.te.d    stove. 
WITH     connection    to  outside. 

AIR.         AND      WITH     LARGt.     VENTILA- 
TING     FLUE..  THt     WOR.Kw    0.OOM 
IS     LARGE.      ENOUGH       FOR.     USE.      BY 
BOTH       BOYS       AND     OtRL5 

The.    walls    are.   of     siding 
over      building    paper,    and 

SHEATHING        Tme.    ROOF     IS  COV/E-RLO 
WITH         WOOD      OB.       SLATE.  SUE FACE.D 
ASPHALT      SHINGLES. 


J 

n 

/E-NTriVV 

WORK 

roomV 
lO" « zd 

'"*''^'"* 

□ 


CtaD  = 


lORTH    OR. 
SOUTH  FRONT. 


Plan 


5"       lO 


2.0* 


SO 


SCALE. 


5CH  OOL 
DE.5IGN    1. 


The.       5CHOOLHOU5E.. 


e  c  .  €-^.    O-KtjJt 


A  Onl  R.OOM   .School  Building. 

Or, TO   BE,  E.)^ACT,  A  THR.E.E.  ROOM, ONE  TtACHLB 
BUILDING.    The     LlBRAaV  13  LARGL  ENOUGH 
rOCAN  OFFICE-  AND  A  STUDY   R.OOM     FOR. 
TMEOLDE,R,  PUPILS   OR   IT  COULD   BiE  USED 
A5  A    PUBLIC   LIBRARY   AND  CLUB  ROOM 
SATURDAYS  AND  LVLN1NQ5.     If  TO  BEU5ED 
BY  THE.  PUBLIC   IT  SHOULD  BE.  lO  OR.li  fT.  WIDL. 
THLCt  AG.L  40  DL5KS  SHOWN  IN  A  ROOM 

23  *  5 1  FT.  Educators  agr.e.e.  that  oneteachlc 
should  not  have.  change  of  40  pupils, 
but  it  does  occur.-,  the  attendance, 
may  not  be.  100%  of  lnrollme.nt  and  sgml 
pupils  v/jll  use  the  library  and  work 
r.oom  without  constant  supervision. 
iThlre.  is  abundant  storage,  space, 
for  books,  supplies  and  e.q.u1pment. 

The  CONSTRUCTION    IS   FRAME..    STUCCO 
FINISH     15    SHOWN     IN  THE    DESIGN     ALTHO 
BLVEL  SIDING   OR.  SHINGLES   MAY,    OF  COURSE, 
BE.     USED.        The.    FOUhlDTlONS     SHOULD 
BE.     C>TONE.    OR.       CONCP.E.TE-. 


P  LA  N 
S 


zo' 


LA5T  or.  Wt-ST 
Front. 

so* 


5CAUC. 


,5CHOOL 
DE51GN  2. 


Th  E.      5cH  O  OLH'O  U  5  e. 


Plate:  X 


'jinju* 


BA5E.MLHT. 


'Jl/f?7f//f/f^//r/fii/r**nffnfj 


nasi  fLOOR 


EAST    OB, 
WL5T     FaOMT. 

A  One:    Coom    5cmool    Building 

All  of  the.  e.q.uipme:nt  is  on  the.  Fiasr  FLOoa  cxclpt  meatinq' plant,  pump,  pr,e.55urel 

TANK..    E.TC.  The.    furnace:    room   15  •  aSxryFT.    AND   MAY    BE.    U5E.D  ALSO  FOa  A  PLAY  ROOM/ 

A  5MALLE.R     BASLMELNT     WOULD    DO    FOR  HEATING   PLANT    ONLY.      OR.  TMEL    TOILLT5  WITH 
BATHS    MIGHT  be:    PLACED     IN   THL    BA3E.MC.NT,    THUS    PROVIDING     E.0OM5      lO  *•  l5  FT.  f OR.  MANUAL. 
TRA\NING   AND    D0ME.3TIC  5C1LNCE.    ON    FlBST  FLOOR'.   THCL  WORKROOM   5fLlNG    USLD  A5  A  CL-UB 
BOOM     AND   LIBRARY.       ThL   BOILDIHG    15  FRAME.;  FIN  I5H,  STUCCO:  FOONDATION,  STONE.  QR  CONOCLTE-. 


3CHOOL 
DESIGN  5. 


The     -5CHOOUHOU5E. 


PLATE  XI. 


A  ONC  R.OOM    ^GHOOLHOUSE. 
Thi5    pi_an   shows  how  a  work  aooM 

AUt)    TOIUCT  eOOM6  MAY    BE.   AODCD    TO  LX" 
I5TING    COUNTB.Y    3CHO0U   BUIU01NO&.   An 
ALTLUNATIVE.  PLAM  15  TO  PLACE.  THE.  TOILETS  IN 
THE.  BA5CME.KT  AND  U5LTHE- SPACE. ON  FIWT 
FLOOR.   rOR.  A  SCHOOL  Oa   PUBLIC  LI  BR.AR.Y 
AND    BOY5     CLUB    R,6ort. 


i 

"^ 

p 

— 

- 

? 

^^r.^               1 

^^1 

HH 

H 

» 

*...-■-    -■= 

■     1 

rURHACE-   AND 

PLAY     ROOM 


'ffmim^iium 


NOT  EXCAVATU) '', 


luuiniiuLul 


First   Flooc 

5"      lo 


Z.5 


SCALE. 


NOT  tJtCAVATE.0 


'}»ff}}fff>}l>»*>*ni»n**'f'- 


BA5E.MC.NT 


COLOMIAL  WORK    IS  WC.LL    ADAPTLD    TO  SCHOOL 
HOUSE.     DESIGN.  ThL     PORXiHEi     MAY     SEELM      LX" 

TR.AVAGANT     fOR     A    ONE.    ROOM  .  SCHOOL   BOILOm© 
BUT  THE.  COST    15  MOT   GREAT    AND    THE.    LITTLE.  COITRA 
E.XPEMSE,  WILL    PROVE.  TO  BE.  A  QOOO    1NVE.STME.NT. 


School 

DE.51GN4 


The.      J5cHOOLHOusL 


PLATLXll 


a  »'  -    -       -.  ..  ■  ■    ,  .  ^r-..i    Y  ■' 


A  OmE.  R.OOM    5CHOOLHOU5E. 


With  NtMiuv    tVE.R.YTHmG   tHt  tDUc^TOR.^ 

A5K  FOa.        The.    LIGHTIHS     is  UNILATE.R.^L  Wltrt 
POSSIBLE.     VENTILATION     FR-OH     ALL   510E.S. 
THt.     E)A5E.ME.HT    IS    HIGH    AND    WtLL  LIGHT tD. 

The.   play  space,  coold  be.  usco  for.  manual 
traininq.     as  shown   it  is  a  playroom. 


flR.5T     FL00{2* 

EAST    OH.  WE.&T    raoH" 


AND      5HtLTE.».       FOR.  EAR UV     OOMCRS. 
The.     EXTtRlOB.     TeC.A>TME.KT      MAY     BE.VAB.ltI> 
raOM     THE.    STUCCO    f  IKISH     INDICATLD.: 
5EVEL    SlDlKCi     WITH     5H1NGLE.0   QABLE.S 
AND  FOUNDATIONS    OF     FIC.LD    STONE.    WOULD 
LOOK.      QUITE-      A  5      WE.I_L. 


1 


SCH  O  OL 
DESIGN   5- 


Thl     Jchoolhouse.. 


PLATELXUl. 


"J^ 


£r  .  o    e"«^^_^.   (X^jtju 


A  TWO   ROOM    SCHOOLHOUSL 
WITH     LARGE  LIBRARY  AND  CLUB  ROOM 
ON    F1R.5T   FLOOR..  MANUAL  TRAINING, 
DOMtSTlC   SCJENCtL   AND  TOlLtT  ROOMS 
ARE.   IN  THE.    BASEMENT.       THE  TWO 
REAR.  VESTIBULES  COULD  BE  OMITTED 
IN  THE   SOUTH   OR.  IF    BUILDING  FRONTS 
NORTH.      THE  BASEMENT  IS  OP   BRICK 
WITH    BEVEL    SIDING    A.BOVE 


fiAJEMENT 


FlIL^T     FLOOIL 


THERt  IS  LITTLE.  WASTE   SPACE 
AND  NO   CROWDING. THE  STAIRS 
TO  BASEMENT    AR.E    4-'-0'WIDE. 
COLONIAL  WORK  IS  NEARLY 
ALWAYS    D1GN1FIE.D  AND  PLEASING. 


SCHOOL 
DESIGN  21 


The.     Schoolhouse. 


PLATE  XIV 


■niin  I     *     '..III   *     'l%jWl. 


€.  C  .  £a^  .   (KkjUJ. 


5asement 


F1R.5T  Floor. 


A  Two  R.OOM    SCHOOLHOUSE, 
Library  and    Doviestio  Science.  Room   on    Fir.sY  Floor- 
Manual     TR-AININa     and   *r01UE.T  R.OOMS    IN   BASEMENT. 
PUAY     R.OOM     OR,      JSTOR.E.    R.  O  O  M     IN     ATTIC 
The.   POR.CH  AND  PERGOLA  WITH   VlNE-S     AND      .:iHRUBBEB.Y 

GIVE.    THE   Building  an  inviting  Womelike  Appearance.. 


SCH  OOL 
DESIGN  ZZ 


T  HE       5   C  H   O  O  L  H  O  U  S   E 


PLATE  XY 


'Ti-''*i'':<'r:'' ''.''''■'  "'■   '■'-'^—}- 


GLA55    Brv 


7  \ 


D 


CL  A  5S     R 


I  WOCK.  R 
2.o'«  16' 


IM.lffll    HALL     Wl.UBl 


BaSE-M  E.NT. 


A  Two  UooM  School 
The.  LiBRAav  and  work  aoon 

WH1LE.3LCV1NG  THL5CHOOLAND 


Boya 

C0AT3 

COAT^ 

BR.ARY 


First  Flooe 


Last  or.  west 

E.A51L.V   OVE-tiSElELN  BY  THE.  TE.ACHE:E5   MAY  ALSO  BE.  USED  BY  THEL    PUBUC   WITHOUT  FRONT 

INTERFEeiNG  WITH  THE  WOBK    OF   THL  CLA55  ROOMS .      ,5EPA RATE,  COAT   ROOMS 
ARE.  PROVIDED   FOR   BOYS  AND  GIRLS.       ThE     BOYS    ARE.     SUPPOSED    TO    USE. 
THE.    OUTSIDE.  5TE.PS    TO    BA5EMELNT. 


S     lO'         2,0         3C( 


Scale. 


5  CH  O  O  L 
DL5lGHa5 


The.     5CHOOLHOU5E. 


PLATE  XVI 


n  .  ]     I  I .    I     ** 


,"^131      COMMUNITV  tTTT^' 

"^  H  A  ifL  9^ 

O— T 


1=1      . 

COAT* 


OPE.N     PORCH 


E>ASC.ME.NT 


fiasT     Flooe. 


A  Thr-he.  Tlacheir-  3chool  Building 

This  buildimg  has  slveral  feature.5  which  adapt  it  to  5tR,vE.    as  the  social 

AND    INTELLECTUAL      MEETING     PLACE.    FOR.    A    PR,OQR.ESSIVE.   TOWN     OR.  COUNTR.Y 
COMMUNITY.       The.  L1BR.AR.Y    AND  TEACHERS    ROOM    AR.E  SUITED    FOR.   SMALL 
GATHERINQS     AND    THE    LARQE  HALL    MAY    BE  USED    FOR-    COUNTRY    LIFE  EXHIBITIONS 
THR.U    THE    CMANQINQ    SEASONS    AND    FOR.    EDUCATIONAL    ENTER-TAINMENTS- 
All     THE   PUPILS  MAY    BE   BROUqHT    TOQETHER.     MERE  AT  ANY  TIME    FOR.    SCHOOL 
EXER,CISES.  THE   FR.ONT   POR.CH   IS   PLANNED  FOR.  OPEN   AlPL  GATHEC1NQ5 

ON  NATIONAL.  HOLIDAYS  AND  SUMMER.  EVENINGS.  THE  R.AILINQ  IS  R.EMOVABLE 
SO  THAT  IT  MAY  BE  USED  FOB.  A  DRJLL  PLATFOR-M  AND  STAGE,  AS  WELL  AS  FOR  A 
SPEAKERS  PLATrOH,M     AND  BAND  STAND.  5UCH  A  BUILDING  IS  NOT  AN  EXTRAVAGANCE.. 


5CHOOL 

DESlGNSlAv 


The     5  c  h  o  o  l  h  o  u  5  e 


PLATE  XVII 


,if,i,.i,;i,^i  fif  If.    1.    ,'i  iii 

■    '      I   ,  '     I         ■      I         '  '      c       ■' 


5A5LMCNT 


PiR^T  Floor,. 


A  Threle:  R.OOM   5choolmou5E- 

In  A.DDmON    TKER.E.  «S   AN     OFFICE.  AND  A  L1BR.AR.Y    OR.  A   FOURTH  CLASS 
R.OOM    MAY  BE.  MAD   INSTE-AD-     hAANUAL  TR-AI  N  t  NG,    DOME.STIC   SCIE-NCE, 
AND  TOILET  ROOMS   AR.E,    PL.ACELO   IN   THE.    E>A5E.MCNT.     THE.    BUILDING   15 
or   BR.ICK.,  aTUCCOE.0,    BASE.ME.NT,  OF    CONCR-E-TEL,     ^^OOF  OF  VyOOD, ASPHALT, 
OR.  A5  0E.ST05   SHINGLES,  WITH  TIN  OE.CK.      THCet  15  LITTLE.  WASTE,  R.OOM 
AND  THE.  E,XTC.R,JOR,   15  NOT    C.XPE.N  SI  V  E..    TH15   PLAN   WITH   HIP   R.OOF,WIDE. 
EAVE.5  AND  STUCCO  PIN<5M  I&  WE,LL  ADAPT  CO  TO  THE.  USE.  OF  TILE.  FOR,  E,XTE,R.l  OR.  WALLS. 


SCHOOL 
DE51GN5a 


THL       5CHOOLHOUSE 


PLATLXVUI 


BASEMtNT         1=1 


&  lo    to so 


SCALE. 


East   or. 

V/t5T    FH,ONT. 


FiasT   Floor. 


.A  THCELE.    R.OOM     5WCK     5CHOOLKOU5E. . 

Oca   four.     StOOM     bUlLDING    WITHOUT    U&RARV  AND   DOMUTIC    5CIC1NCE.  ROOM. 
A  TEACHERS    R.OOM  OR  A  SMALL  SCHOOL  LIBRARY  MIGHT    BE    PLACED  OPPOSITE  THE  FROKI 
ENTRANCE  WITH  THE  rOUtt.  CLASS  ROOM  PLAN.        A  SECOND   STORY    MAY   BE.  ADDED 
LATCR,,    MAKINO     AN      EIGHT      R.OOM     BUILDING     WITH    LIBR.KR.Y    AND.  TEACHERS  RXJOM 
ON     SECOND    FLOOR.     AS  PLANNED   THE  OFFICE  OR  TEACHERS  ROOM.  MAY  BE  USED 
FORALUNCH   ROOM  AND  THE  UBRACV  FOB.  A  CLUB  ROOM.  THE      TWO     SIDE  ENTRANCES  HELP 
iN    THEOR0E.RLY     MANAGEMENT     OF   THfe.    SCHOOL     AND     GIVE   THE,     BOVS      AND 
GIR.LS         SCPAaATE     AX.CEdS  TO   THE. .  .BASCHENT. 

• ,  ,1 


SCHOOL 
DESIGN  55 


The    5CHOOLHOU3E, 


PLATE  XIX 


ClAy<~ijJ:i.<J~ 


A  SCHOOLHOUSE.    WITH    FOUR. 

CL^SS  BOOMS  AND  ASSEMBLY  HALL 

These  rooms  arl  all  on  one  floor. 

WITH    PRINCIPAL.'*)  ANDTEACHER.S     ROOMS 
MAKING  A  COMPACT  PLAN  LEADING  TO 
EFFICiENT    WdR-K.    FOR.     ALL   OF  THE 
USUAL     NEEDS    OF  THE    SCHOOL. 

The  BA3tME.NT  IS  EASILY  REACHED 
FROM  THE  FIRST  FLOOR  AND  FROM 
THE      PLAYGROUND- 


MANUAL 
TRAINING 


R-OOM 


,«25  O    I  , 

111"'     ^.       boil: 


LEC.     RW. 


DOMESTIC 

H SCIENCE 
3Z».ZS' 


NOT  EXCAVATED 


NOT    E-XOAVATE-O 


5ASEME.NT 


tMF 


5  10    ao    30    40 
r  T— I      T- — I       I 

5CALE- 


flCST    FLOOIi. 


EAST     OR.     WE6T 
FRONT 


iN   THE   SECOND    STORV   WHICH  15  A 
HIGH  ATTIC.  ARE  A  LARGE  LIBRARY 
AND    CLUB    ROOM.      LlTHER  OR    BOTH 
OF   THESE  MAY   BE  USED   FOR  RECITATION 
ROOMS  IF  DESIRED. 

The  BUILDING   15  OF  FRAME  CONSTRUCTJON 

Finished  outside  na/ith  stucco. 
It  may  BL  made  very  attractive. 

V/ITH       PROPER       PLAlsITlh4G. 


SCHOOL 
DE51GN  41^ 


The     5CHOOLHOUSE 


PLATE  XX 


^ 


Basement 


aCALE. 


First  floor. 


EAST    OR.  WEST 
FR.ONT. 


A  Building    with    Four.    Cla53r.oom3. 

There,   is  not  much  UNNtctssAitv   expense   in  the  consttiuction    or 
This   building   and    all     or  the   actual  needs  of   the  school  are 
PROVIDED  roa  .       The   LiftHARY    and  teachers    rooms   are  expected 

TO    serve    as       club    ROOMS    TOR    BOYS     AND     GIRLS      AS    WELL    A3    AN 
OCCASIONAL    MEETING     PLACE      FOR   THE     PARENTS    AND    THOSE  INTERESTED  IN 
THE     SCHOOL.  The      STAIRWAYS     ARE   CENTRALLY     LOCATED    BUT  NOT 

IN    THE   WAY     AND    ARE   NOT    EXPENSIVE.       THE      ENTRANCE    HALLS  ARE 
WIDE     AND      WELL     LIOHTEO      BY       HIOH     TRANSOMS     AND     GLASS     DOORS. 


5CHOOL 
DESIGN  4£ 


The.    5CHOOLHOU5L 


PLATLXyi. 


<f .  c.  Cjt^u    cu,tJ:j. 


-cr;- 


FiasT   FLOOR. 

FOR.  NORTH  OR. 

A       FOUC      f^OOM      5CHOOL  5®^"^"  ^^°*^'^' 

For    THt   ORDINARY    NEE.05     OF    TMt    SOMOOL     TME.RL    15     SOME.   LXTRAVA- 
OANCL    IN    Thia   PLAN.      TmL   LIBRARV    15  tXPtCTLD  TO  5ERVt   THE.  WHOLt    COM- 
MUNITY.     If  not    50   R.E.Q.UIRE4>    it    may     be.    U5E.0    A6    A    PIPTH    CUA93  ROOM 
FOR     25    t>OPlLa     OR    FOR.    5PE.CIAi.    STUOlid    AS  MUMC    AND    DRAWING.   THE 
PRiNCIPALS    OR    TtACHE.(l5   ROOM     MAY  DE.  UdCD    Ad   A    SCHOOU   LIBRARY. 

Tnt     CLASS  ROOM    VtHTILATlON    IN  CONN  E.CTION    WITH     OOAT   CABINETS  SUPPOd&» 
A  FAN      SYSTE.M     OF    AIR    CONTROL..  Tme.     BUILQINd    WOULD    LOOK   WELL    WITH 

VINES    ANO    LOW    SHRUBBERY     PARTLY     COVERING    THE   END    CABLED     ANO 
ENTRANCE.   PORTICO.  CLASS    ROOM     WINDOWS    SHOULD   NOT    BL  BttADtd 


SCHOOL 
DESIGN  45 


THL      5CHOOLHOU3L 


PLATILXXIL, 


•  •  • • •>-•.  •».  •         « 


CUA  S* 

R-oom 


I  Ml  ■>  !■■■■■  ^■=^=^'= 
2  CI.A83  □  p  pi  CUASJ 
J       ROOM  <    J        R.oon 


^L-Xll^- 


ce.ntr.al   Hall 


"Pd 


FII2.5T     FLOOR. 


r 


I 

V 


MICH     &CHOOI- 
CEILING  UT.  OVKJO, 

4 ::  ■  lr.4j 


5E.C0ND     FLOOR., 


A  bUlLOiNG  WITH  FIVE.   CLASS  R.0OM5    AND    ASSEMBLY       HALL- 

ThIS    BUIL.D1N(J     may    have,  a  GatATEB.    FUTOR.C    OR.    REMAIN    AS  HERE   SHOWN  . 
BY    AOOINQ    A     SE.COND     STORY    TO  THE.  TWO     SIDE.  WINGS    IT     MAY    BE      MADE.    INTO 
A    NINE.    ROOM     BUILDING    V/ITM      A2>aE.M8LV    HALL..       1t     WILL     LOOK     WELL 
EITHER     WAY.  TmC.      LARGE.    CENTRAL     HALL     ON   THE.    FIRST   TLOOR^IS   A 

DESIRABLE    FEATURE.    1t    IS    LIGHTED     BY      HIGH      WINDOWS     AND    TRANSOMS, 

amd    may    be    u5e.o    as  a    pictore  gallery    or  for  exhibitions    in 
connection    with     speciau    meetings    in   the  a55e.mbly    hall. 

Rooms    for    principal  and   teacmers    ab.e  provided    on   first  floor, 
lookca  amd  toilet    rooms  on  second  floor  and  usual  booms  in  basement. 


5CHOOL 
DLSIGNSI'^ 


The       5CHOOLHOU5EL 


PLATLXXIU. 


STAIRS  ro»v 

BOYS  AND 
JAKITOB. 


*t=5*     First    Floor 


»5e.cond  fLooa 


A    HIGH     5CHOOL     BUILDING    WITH       51X     CLA55    ROOMS- 
This  plan    15     of  the.  ROTAav  type,  with  light  paoM  the.  ue.pt  of  the.  pupils  and  with  hish 

WINDOWS  in  the:  rear  op  C.ACH  ROOM  FOR  VCNTILATIOM  AND  SUNLIGHT  FOR  NORTH  BOOM5.  ThlRL  IS  A 
MINIMUM  OF  HALL  SPACE.  BUT  ENOUGH  FOR  SCHOOL  WORK .  3uFFlClE.NT  STAlRWAVS  ADD  TO  THL 
SAFETY  AND  ORDtR  OF  THE  SCHOOL.  .  1f  A    LIBRARY   AND    UABORATORY  ARE.  NEEOEO   FOR  THEHI^H 

SCHOOL   ONE  OF    THE    CLASS  ROOMS     MAY     BE.     USED    FOXl   THIS    PURPOSE.,  THEBUILOINS 

MAY     BE      REMODELED.  INTO  AN  EIGHT  R.OOH  GRADE   SCHOOL   WHEN  THE  NEW   HIGH    SCHOOL  IS   BUILT. 


5CH  OOL 
DESIGN  6IA 


Tme.     5choolhou5e: 


PL  Alt  XX  lY 


f  IB5T    TlOOD. 


E.A5T 
oa  WL5T 
rCONT 


5 EICON D    TlOOB. 


AGbadl   ochool   of   Light    Cla55    Booms. 

Tmv5    building    la    or    the.  city    school,   type.,    but  is  just  At>  wclu 

A0APTE.O     TO    ANY     COMHUNITY      RC.QUIC.ING     A     TWO      STOR.^       SCHOOL      OUtLOlNG. 
GOTHIC      ARCHITC:CTUR.C.     HAS     COMC.     TO      BE-    eCGAROE-O     A5     E-SPtClALLY      APPRO- 
PRIATE,      FOa      LACGE.      SCHOOL  HOUSE.5. 

iNOlRtCT    STU-AM    .H  ELATING      SHOULD    BE.     U3IL0    WITH    FAN  VENTILATION.        ThC  WALL5 
fOR      MX     OF   THE.  COAT    BOOHS     ARE.    7-fe"    HIGH    WITH    BURLAP   PANCLi  ON     CORRIDOR     54DE, 
AND    WITH     MOUL0E.0     CORNICE..  JhC     CASC-S      IN     PASSAGE-     TO      TEACHERS    ROOM 

ARC     roa     SUPPU|E.S      ANO      school,     books.  In    the.     BASE.ME.NT      AK.E.     WORK. 

aOOHS       FOB.     BOYS     AND     GIRLS,     BOIUCC.      AND      FOCL.    R.OOMS      AND    TOILE.T    ROOMS. 


School 
Design  8>i 


li: 


The.    ^choolhou5l 


Plate.  XXV. 


A  Four    R,oom    tloME-. 

This  i5  a   convlnilht    Foua  aooM 
HOUSE-.     The.    pokche.5    make. 

IT    A     DESIRABLE.      HOME.      FOa    THOSE. 
WHO    LIKE.     LIFE.       OUT     OF     DOOR,5 

With    the.  rear,    porch  it  is,  l^4 
fact,  a  six   r.oom    mouse   f  r.o  m 
April  to   Octobe-R.       The.     R-oohs 
are    all    of    good   size    and 
there    are-  more  than   the  05ual 
number,  of  glose.t5. 


i5 


SCA.l.t.        'jib    -  to" 


P  L  A  M 


Rlsidlnce. 
de:sign40i 


The.     ^choolhousl. 


PLATElXXyi 


n<!>, 


A  Thrle.  R.OOM    Home. 

The.    living   room  and    dining 
room    are.   shown    a5  one.  large. 

ROOM      THI5GIVE.5   THE.    trfLCT  OF 
A  LARGE.    LIVINQ    ROOM  30    MUCH   Dt- 
SIBELO    IN   HIGH  COST  H0ME.5.    HOWLVLR. 
A  PARTITION     WITH    CA5L0    OPENING 
AND  P0RT1E.R.E.5    MAY  BL     U5LD    TO 
DIVIDE    THIS    ROOM     INTO     TV/0  3C.P 
'ARATE.    B.OOM5. 

The.  R.E.AB.  PORCH  ADDS  A 
5EC0ND  BCD  ROOM  AND  A  DIN- 
ING ROOM  IN  THE  SUMMER,  oa. 
IT  KAY  BEL  U3ED  ALM05T  THE 
ENTIRE.  YEIAR  BY  INCLOSING 
WITH  STOR.M  SASH.  ThE.  BATH 
R-OOM  MAS  A  LAB.GE  VENTILATOR 
WITH    GLASS    TOP. 


i(2,-0" 


rK 


■111       I       l=M 


KlTCHtN   UJ     SLtEPIMS 
POQ.&H     VJ         POBCH 


LIVING     ROOM       AND 

DINING      ROOM 

2.5'   *    l5 


lA 


P   p    R.   C   H 


Plan 


3'  lo  IS"         lo" 


3cA.UK.     'ltd'  -  f-o" 


RE.51DE.NCL 
DE.51GN501 


The      3cM0.  OLHOU.3E 


rgPiiliiiPipiiw 


ftg'-y 


^ 


A  five  Room   Home. 

This  HOU5L  id   of    rriE    bun- 
galow    TYPE.,     PLANNE.D     TOO. 
COMFORT   AND    SERVICE..    IF  THE. 
fRONT     PORCH    13  SCREILNILD  AND 

the   double  front  d00r.5  to 
the  living  room  are    left 
open   in  the,  summer.  , the  poech, 
living  room  and   dining   room 
become  much  the  same  as  one 
•large  living  room. 

The  oases  and  cupboards  in 
the  kitcmek   take  the  place  of 
A  PANTRV.    There   is    space 

IN    THE    MTCHEN    FOR  A  TABLE  AND 

kitchen    cabinet. 

The  foundations  are  concrete 
or  brick  piers  and  the  siding 
extends    down  to  grade- 


3c^\^e.    7ife  »lo" 


^i^;^;,.. 


A  FlVL  I200M  HOMEL- 

THE."5TOa.Y    AND    ONE-HALF" 
HOU5L     IS      PROBABLY      THE. 
MOST     ECONOMICAL.  Of  ANY  TO 
bUlUO.  THlt>     PLAN      PROVIDES 

A   VERY    GOOD    LIVING    aOOM 
AND   A  CONVLNIELNT     DINING 
ROOM     AND      MTCHE.N.     ThE. 
5A5E.ME.NT    15   30    NELAB.   THAT 
FEIW   5T0RE.5.0NLV,  NE.CD    BL 
KE.PT    IN    THE.    CUPBOARDS. 

The.    BCD     DOOMS      ARE. 
EASILY     RE.ACHE.D    FROM    BOTK 
LIVING   ROOM  AND    K.ITCHE.N. 
THEY  ARE.  UARGE.   AND    WE-LL 
UIGHTED    AND     VENTILATED. 

The  LOUVER5  in  the  gables 

KEEP     THE    ATTIC    5PACE, 
COOL-    i.NSOMMEa. 


imi 


5LCOND- FLOOD- 


S'    10' 


•F1R.5T    FLOOQ 
15'    zjy    25' 


5CALEL 


REISIDLNCEL 
DEISIGK  55! 


The       5CHOOLHOU5L 


PLATE.  XXIX 


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i'llJ 


.'".••VihSi"'    lll'llli.      - 


DINING  RHL 


PORCH 


,5eigono  Floor 


TieST    fLOOC 


A    5rx     l^ooM     Home: 


The.  squARE.  house,  with  hip  roof  orFLto 

rtW  OBSTACWLS  TOTMC  BUILDE.B..  Tf1E.B.L  15 
NEARLY  E.VEB.V  CONVtNIENCE.  IN  THIS  PLAN 
THE.    CE.KTR.AI-     HAUL.  I&    NOT    MUCH   LARGER 


THAN    >S  C.EQ.UIR.ED  TOR  AVWTIBOLE  AND    IT 
GlVCb  ACjCC.65  to  ALLTHL  rooms  .     CXjTSIDt,  THE 
SECOND    5TORV  COULD    VERY    WELL  BE.  n  NI5MED 
WITH    SHlNQlXt)    INSTEAD     OF    STUCCO. 


RLSIDELNCL 
DLSIGNC>51 


The.     ^choouhou^e: 


PLATLXXX 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETTURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  50  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


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4 


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HAY.6    m>8PM 


JUN  ]  0  ,993 


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frfe-4-S-4^t 


CIRCULATION  DE^T 


LD  21-100w-8,'34 


416842 


U.C.BERKELEY  LIBRA 


C0M5SSDSS' 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


